Desafios e possibilidades do ensino de quimica no contexto do desenho universal para aprendizagem (DUA)

Abstract

Chemistry teaching, essential for the critical and scientific development of students, still faces challenges related to motivation, understanding of abstract concepts, and the inclusion of diverse learners. Given this reality, it is necessary to rethink pedagogical practices, seeking strategies that make learning more accessible, participatory, and meaningful. In this context, Universal Design for Learning (UDL) emerges as an innovative approach capable of guiding lesson planning that takes into account student diversity and promotes multiple means of engagement, representation, and expression of knowledge. Based on this perspective, this study aimed to analyze the challenges and potentialities of UDL as an inclusive strategy to enhance Chemistry teaching, focusing on the topic of Electrochemistry. This qualitative study, developed through action research, involved 60 third-year high school students from a public school in Areia, Paraíba, Brazil. Data collection took place through the implementation of a didactic sequence composed of sixteen stages, which included playful, experimental, digital (using Information and Communication Technologies – ICTs), and collaborative activities. Data analysis, grounded in the principles of content analysis, enabled the organization of results into three categories: barriers to learning Electrochemistry, inclusive pedagogical strategies based on UDL, and contributions of UDL to learning. The findings showed that the use of UDL, integrated with active methodologies, helped reduce cognitive and attitudinal barriers, broadened students’ understanding of abstract concepts, and increased their participation. In this context, investigative and experimental practices favored the concrete visualization of chemical phenomena, strengthening scientific argumentation, collaboration, and learner autonomy, resulting in more meaningful and contextualized learning. Therefore, it is concluded that UDL enhances student agency, values diversity, and transforms Chemistry teaching into a space of inclusion, engagement, and collective knowledge construction. Finally, it is recommended to expand studies on its application in other subjects and educational levels, aiming to consolidate more equitable and innovative pedagogical practices.